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INSTRUCTIONAL CHALLENGES OF HYBRID TEACHING

Transcultural Collaborations: Language Learning in Virtual & Physical Spaces NEALLT 2011 University of Pennsylvania April 1-3, 2011. INSTRUCTIONAL CHALLENGES OF HYBRID TEACHING. Presented by Luba Iskold, Ed.D. Muhlenberg College. Presentation Outline. Review of the Literature

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INSTRUCTIONAL CHALLENGES OF HYBRID TEACHING

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  1. Transcultural Collaborations:Language Learning in Virtual & Physical SpacesNEALLT 2011University of PennsylvaniaApril 1-3, 2011 INSTRUCTIONAL CHALLENGES OF HYBRID TEACHING Presented by Luba Iskold, Ed.D.Muhlenberg College

  2. Presentation Outline • Review of the Literature • Hybrid Teaching vs. Hybrid Learning • Pedagogical Needs • Elluminate vs. Skype • Benefits & Solutions?

  3. What is hybrid learning? • A combination of online and face-to-face instruction (Young, 2002) • Interchangeable with the term “blended” learning • Synchronous & asynchronous delivery modes: ● Classroom ● Online ● Blended ● • Distance Learning: Videoconferencing technology • Online Learning: Computer-mediated (CM) technology

  4. What is Hybrid Teaching? • Combination of face-to-face instruction with a group of students in a regular classroom and synchronous interaction with one or more students at a remote location • Possible Scenarios: • Student cross-registration among consortial institutions • Student extended absence from campus due to various circumstances • Study abroad in an English-speaking country

  5. Review of the Literature: • In the past decade, widespread availability of digital learning technologies has led to increased integration of computer-mediated interaction in traditional face-to-face learning experiences. • Institutions of higher education are embracing online and blended learning (Bonk, 2004). • Although more research is needed, recent publications provide dozens of models that combine face-to-face instruction with online learning in formal academic settings (Bonk & Graham, 2006). • Reactions include a wide range of opinions, from excitement to disappointment (the Chronicle of Higher Education, Zemsky & Massy, 2004).

  6. Review of the Literature: • Blended Learning Models (Graham, 2006): • Activity Level: using technology to enhance learning activities • Course Level: combination of face-to-face and CM activities used as part of a course • Program Level: • (1) participants choose a mix between face-to-face and online courses • (2) combination between the two is prescribed by the program • Institutional Level: large-scale effort to enable students to take advantage of both modes

  7. How can we blend face-to-face and CM instruction effectively? To answer this question, let’s consider pedagogical needs

  8. Pedagogical Needs: Learning Elements • Synchronous Content Delivery: • Presentations/Demonstrations • Reviews & discussions • Video & audio • TB/WB • Printed handouts • Tests & Quizzes • Experience & practice: • Role play • Peer discussion • Interactive Exercises

  9. Pedagogical Needs: Online Resources: • Library access (e-books, e-journals) • Blackboard (other CMS) access • Handouts & tutorial documents • PowerPoint presentations • Images and Internet links • Interactive generic & customized content • Asynchronous collaborative learning (e-mail, discussion boards, chat facilities) • Student support (e-tutors, technical support)

  10. Elluminate and Skypein the Language Classroom • Instructional Materials • Audio • Textbook CDs • Instructor & student recordings • Songs • Video • Textbook DVDs • Student-produced videos • YouTube clips • SCOLA segments • Dish TV clips

  11. Elluminate Overview Menus & shortcut buttons Switch whiteboard “pages” Enable/disable functions for individual participants Whiteboard tools Polling buttons Custom size/color/font options appear below when using certain tools Chat box – type here Turn microphone on/off and control volume levels

  12. Desktop Sharing with Elluminate Share a single application, or your entire desktop While sharing the desktop, the quality of video and audio files is poor. Better quality can be achieved by emailing files or links to students, or by uploading them to Blackboard.

  13. Pros & Cons of Elluminate • Pros: • Geared toward teaching and learning • Many features integrated into a single program • Students and guest speakers do not need accounts • The software is installed automatically upon first use • Instructors moderate discussion • Sessions can be recorded and reviewed at a later date

  14. Pros & Cons of Elluminate • Cons: • The college must pay for a license • Cluttered interface with too many buttons • Time is needed to become familiar with the software • Sessions must be scheduled in advance • Participants must be invited ahead of time • Invitations clutter email inboxes • The best audio quality is achieved by turning microphones on/off each time someone speaks, which is a distraction in a classroom setting

  15. Skype • Calls with video & audio • Desktop sharing • Instant Messaging • File sharing • Integrated access to Facebook newsfeed and contacts (Windows only)

  16. Pros & Cons of Skype • Pros: • Free • Easy to use, intuitive interface • Spontaneity: No need to send invitations or schedule meetings in advance • No need to turn microphones on/off when speaking • Less disruptive to classroom instruction • Runs in multiple languages

  17. Pros & Cons of Skype • Cons: • No integrated whiteboard; however, any drawing program can be run while sharing your desktop • Every participantneedsto create an account and download the software

  18. Challenges of Hybrid Teaching: Institutional Support • Professional development for instructors • Training and technical support for learners • Dynamic institutional infrastructure • Acceptance of blended approaches by institutional culture

  19. Challenges of Hybrid Teaching:Increased demand on instructor • Additional time to prepare ALL instructional materials in a digital format • Seamless integration of online learners with students in a traditional classroom • Switching between three modes: • Face-to-face in a traditional classroom • Blended learning in a traditional classroom • Online learning from a remote location

  20. What about Faculty Satisfaction? • Impact on student learning • Faculty workload • Recognition of the value of faculty work

  21. Possible Solutions & Benefits • View learning as a social experience • View technology as an aid to the social dimension of learning • Capitalize on the learner-faculty relationship • Make the most of peer relationships

  22. Contact Information: Luba Iskold 2400 Chew Street Muhlenberg College, Languages, Literatures and Cultures, Allentown, PA 18104 Phone: 484-664-3516 E-mail: iskold@muhlenberg.edu http://www.muhlenberg.edu/main/academics/llc/faculty/ russian/iskold.html

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